An Analysis of Different Teaching Approaches for Foreign Pupils Using the Tillis Test

Giovanni Tafuri, Gianluca Gravino, Antonio Ascione

Abstract

This experimental study seeks to design and assess effective teaching strategies aimed at enhancing the language acquisition of foreign students, for whom integration into the school environment often presents significant difficulties. Employing a mixed-methods approach that combines both qualitative and quantitative elements, the research utilized the TILIS test (Italian Language Test for Foreign Students) to assess the students’ initial language proficiency and subsequent development. Complementing this, semi-structured interviews were conducted with teachers, students, and parents to gather in-depth qualitative insights. The didactic strategies adopted were multimodal in nature, incorporating visual, audio-visual, and digital tools to engage various learning modalities. Additionally, cooperative learning techniques and peer tutoring were implemented to foster an inclusive and supportive educational climate. The study aims to show how a personalized and integrated pedagogical model can promote not only academic achievement but also the social integration of migrant students—aligning with current educational challenges and policy directives. Beyond expanding the understanding of inclusive practices for migrant learners, the findings offer valuable empirical data to guide future educational policies and targeted interventions.

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